Aspirational Model Teaching Criteria for Psychology

• Published in: Teaching of psychology Vol. 41; no. 4; pp. 281 - 295
• Main Authors: Richmond, Aaron S., Boysen, Guy A., Gurung, Regan A. R., Tazeau, Yvette N., Meyers, Steven A., Sciutto, Mark J.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-10-2014; Taylor & Francis Ltd
• Subjects: College faculty; College Instruction; Course Content; Course Descriptions; Criteria; Documentation; Evaluation Methods; Higher education; Psychology; Student Evaluation of Teacher Performance; Task forces; Teaching Methods; Training; Undergraduate Study; model teaching criteria; education and training; teaching psychology
• ISSN: 0098-6283; 1532-8023
• DOI: 10.1177/0098628314549699

In 2011, the Society for the Teaching of Psychology commissioned a presidential task force to document teaching criteria for model psychology teachers in undergraduate education. The resulting list of criteria reflects activities related to face-to-face course interaction and online teaching, training, and education; course design; implementation of learning experiences; and the assessment process. Specifically, the model encompasses six broad areas, namely training, instructional methods, assessment process, syllabi, content, and student evaluations of teaching. As a developmental tool, the model can serve as a self-guided course for self-assessment of educational practices and can help identify areas of potential development. It can prompt reflection about teaching strengths and weaknesses. The model can also be useful as a guiding structure for tenure and promotion.